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DETAILS
Kelcey Miller PDE Lesson Plan @ www.pdesas.org
English Language Arts
1
2 class periods, 40 minutes each
The basic elements of a story help us comprehend its
meaning. When the basic elements of a story are
changed, our comprehension of the story changes too.
How can we use our prior knowledge of a familiar story
to create a new story?
Why are the elements of a story important?
When the basic elements of a story are altered, how
does this affect our comprehension of the story?
Why is it important to include characters, setting, plot,
etc. in a story?
How do these elements help us interpret the story?
Standard CC.1.2.1.A : Identify the main idea and retell
key details of text.
Students will be able to identify and create basic story
elements using familiar fairy tales and utilize
technology to effectively create a modified fairy tale
with 90% or greater accuracy, over two lessons.
CK
ISTE Standards
for Students
Framework for
21st Century
Learning
Accommodation
s, Modifications
CK
Activating Prior Knowledge
Teacher asks the students to write a short fairy tale in
their journals.
ELL students will develop a story board using pictures.
Stage 2 ELLs will write short sentences that explain each
picture.
Hook/Lead-In/Anticipatory Set
Teacher puts the students into groups of three and they
share their stories with one another.
ELL students can share their stories by pointing to the
pictures on their story boards and having their buddies
read the sentence related to the picture. ELLs repeat the
phrases (in English and Spanish) after their buddies
(BICS).
Ask the students what would happen if the basic
elements (characters, setting, plot, etc.) of a story were
changed. Teacher reads the students a sample of a fairy
tale where the elements are altered
(http://www.readwritethink.org/files/resources/interactive
s/fairytales/).
Teacher asks the ELL students the same question, but
prompts them to respond in English and their native
language (Spanish). The altered version of the fairy tale
is provided in Spanish.
Teacher instructs the students to change a few elements
of their stories such as characters, setting, and plot.
Then, the teacher randomly chooses a student by pulling
one of their names out of a hat. The student who is
picked shares how they have changed their story with
the class.
ELL students replace some of the pictures on their story
Explicit
Instructions
PreAssessment of Students
Assessment2: Teacher gives each student a KWL
chart with sections for Know, Want to Know,
and Learned. Students must complete the
Know and Want to Know columns as the preassessment. They will record what they know and
want to know about the basic elements of stories.
ELL students are provided with sentence starters
for their ideas. Teacher walks around the room
and observes students completing the activity.
Closure
Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection